“Reinventing library management in
the 21st century”
April 20, 2012
Legazpi City
Emotional intelligence involves the “abilities
to perceive, appraise, and express emotion;
to access and/or generate feelings when they
facilitate thought; to understand emotion and
emotional knowledge; and to regulate
emotions to promote emotional and
intellectual growth.”

1997)
(Bar-on, 2002)
To discover one’s emotional intelligence.
To share factors that lead to emotionally
intelligent person.
To discover one’s stressors in life.
To affirm one’s qualities with the help of
others.
Instruction: Answer Yes, No or
Not Sure to those items in
your questionnaire.
 Fill-in
the table found on the last page of
the questionnaire.
 Count
up the number of YES responses on all
questions marked A.
NUMBNESS. You haven’t any awareness of your feelings.
PHYSICAL SENSATIONS. Your emotion register physically (e.g. as
headaches or dizziness) but you still aren’t aware of the emotions
themselves.
PRIMAL EXPERIENCE. You’re conscious of emotions but you don’t
know what they are. You can’t discuss them or understand them.
DIFFERENTIATION. By crossing the verbal barrier and talking about
your feelings you learn to differentiate between anger, love,
shame, joy or hatred.
CAUSALITY. You can not only tell emotions apart, you can also see
what causes them.
EMPATHY. You are aware of other people’s emotions.
INTERACTIVITY. You are sensitive to the flow of emotions around
you and how they interact.
 1.
Intrapersonal
 2.
Interpersonal
 3.
Stress Management
 4.
Adaptability
 5.
General Mood
 A.
Personal Competence
 - Self-awareness
 - Self-regulation
 - Motivation
 B.
Social Competence
 - Empathy
 - Social Skills
1. Knowing one's emotions
2. Managing Emotions
3. Motivating oneself
4. Recognizing emotions in
other
5. Handling relationships
 awareness
of ourselves and an
understanding of our emotions,

the ability to express out thoughts and
feelings non-destructively,
 the
ability to be self-reliant and free of
emotional dependency on others; and
 the
ability and drive to set and achieve
our goals.
 an
awareness of others' emotions, feelings,
and needs, and the ability to establish and
maintain cooperative, constructive, and
mutually satisfying relationships.
STRESS MANAGEMENT
refers to the ability to
manage and control
emotions so they work
for us not against us.
 pertains
to skills involved in change
management.
 Managing
change involves realistically and
flexibly coping with the immediate
situation and effectively solving problems
as they arise.
 an
optimistic and positive
outlook combined with
a feeling of happiness
or contentment with
self, others and
life in general.
Self-Understanding
Having an accurate and positive view of
ourselves
Having a sense of optimism about the world
and ourselves
Having a coherent and continuous life story.
Understanding the causes of our
emotions includes:
Being aware of the previous events,
circumstances, thoughts and past
experiences that may have triggered an
emotion.
Being aware of what it is all about the
current context that may have triggered an
emotion.
Being aware of the extent to which our
emotions are triggered by factors 'out there'
or 'in here'
●
Forming attachments to other people
●
Experiencing empathy for others.
●
Communicating and responding effectively to
others.
●
Managing our relationships effectively.
●
Being autonomous: independent and selfreliant.
●
Experiencing, recognizing and accepting
the full range of emotions we experience,
as they happen to us.
●
Being aware of the effects of different
emotions on our body, on our mood, on
our behaviour, and how others around us
start to act in response.
●
Talking openly and accurately about our
emotions, including naming the full
range of emotions.
Limitations and
Vulnerabilities:
Limitations and
Vulnerabilities:
Lower self-esteem and less
confidence
Tendency to become angry
when faced with difficulties
More likely to see things as
outside their control
Problems with talking about
and recognizing feeling in
themselves and others
More likely to suffer from
anxiety, depression and selfharm (but not suicide)
More passive and anxious
when faced with difficulties
Greater tendency to suicide
Women:
• More sensitive to
feeling
• More volatile
emotionally
• More sensitive about
and in relationship
• More verbal and
articulate about their
feelings
• More able to see
happiness as coming
from themselves and
other people not from
possessions
Men
• Focus on things and
actions
• Better at grasping
abstraction
• More competitive in
relation with others
• More likely to see
happiness as coming
from what people do
and achieve such as
sporting success or
failure
• See the world as more
within their own control
POSSIBLE DIFFERENCES BETWEEN WOMEN
AND MEN
Need to work on...
Feeling and
expressing anger
including the tone,
expression and
action
Self-confidence and
self-esteem
Assertions rather
than passivity
Ability to
rationalize and see
the detail
Need to work on...
Perceiving and
understanding
relationships
Developing
empathy and
sensitivity to their
own and others'
emotional needs
Ability to express
sadness and anxiety
Assertion rather
than aggression
Ability to see the
total picture
1. DO NOT compare yourself with others. Practice
reaffirming yourself.
2. Keep a personal journal of specific situations
3. Be aware of your feelings and try to understand
them.
4. Practice conveying the way you feel to others as well
as the reasons behind those feelings.
5. Visualize difficult situations and try to practice how
to approach such
Strategies for Intrapersonal
Relationship
1. Start looking at situations from the perspective of others.
2. Show more concern for others.
3. Do things for others without expecting for returns
4. Examine the nature of your present relations with others,
decide what to change.
5. Participate in the social training skills, (groups discussion, play,
debate & other group activities.
6. Practice the basic social skills that are vital in building good
working relationships.
1. Be proactive in stressful situations.
2. Prioritize your activities, and don't leave things until
the last minute.
3. When you feel stressed, make an effort to breathe
deeply and relax your muscles.
4. Make your emotions work for you and not against
you.
5. Take “time out” when tension builds up, and do
something that you typically enjoy doing.
Strategies to Enhance adaptability
skills
1. Practice examining the immediate situations rather
than jumping to conclusions.
2. Change your over all approach when your usual way
of doing things doesn't work.
3. Brainstorm as many solutions as you can when trying
to solve problems.
4. Weigh the pros and cons of the outcomes of each
possible solutions before deciding on the best choice.
Strategies to Enhance General Mood
1. Complain less, be more positive, and try to enjoy yourself.
2. Look at the “brighter side” of life.
3. Practice being more optimistic when coping with
problems and difficult situations.
4. Base your general approach to things on hope of success
rather than fear of failure.
5. Avoid the things that make you sad.
Answer yes or no to the following questions:
1. Do you worry about the future?
2. Do you sometimes have trouble falling asleep?
3. Do you often reach for a cigarette, a drink, or a
tranquillizer in order to reduce tension?
 4. Do you become irritated over basically
insignificant matters?

 5. Do you have less energy than you seem to need or
would like to have?
 6. Do you have too many things to do and not
enough time to do them?
 7. Do you have headaches or stomach problems?
8. Do you feel pressure to accomplish or get things done?
9. Are you very concerned about being either well liked or
successful?
10. Do you perform well enough in life to satisfy yourself?
11. Do you get satisfaction from the small joys or simple
pleasures of life?
12. Are you able to really relax and have fun?
 Give
yourself one point for each question 1-9
with yes response and one point for each
question 10-12 with NO response.
 If
your score is four or more, then you may
be under significant stress. You may want to
find more about managing stress.
Ollendorf , M. (1989). How much do librarians know about
stress management?
Finding: That there is a need for stress management
training for librarians.
Research
STRATEGIES FOR STRESS
MANAGEMENT

Associate with people
whom you enjoy.
Engage in various 
physical
exercise that is convenient
and pleasurable.
Sometimes it helps
a friend to exercise
with you.

Don’t let one thing dominate
you, such as school work,
relationships, jobs, sports, etc.
Take responsibility

for your life
and your feelings,
but never
blame
yourself.

Maintain a reasonable diet
and sane sleep habits.

Avoid the use of sleeping
pills, tranquilizers, and other
drugs to control stress

Protect your personal
freedom.

Find a time and place each
day where you can have
complete privacy.

Surround yourself with cues
from positive thoughts and
relaxation

Review your obligations from time
to time and make sure they are still
good for you. If they’re not let them
go.

Open your self to new
experiences. Try new things, new
food and new places.

When worry start to build up,
talk to someone.

Learn and practice relaxation
or meditation skills
Content
Understanding
Communication
Problem
Solving
Working
Metacognition
Collaboration
CRESST Model of Learning, Baker (1995)

Describe results of any
experiences that you have with
keeping a journal and/or diary.
Problem Solving
Content
Understanding
Domain-Dependent
Problem Solving
Strategies
Self-Regulation
Metacognition
Motivation
Awareness
Self-efficacy
Planning
Effort
Monitoring
Cognitive Strategies
http://www.cse.ucla.edu/CRESST/Files/downloads/CRESST/AASADAY1/9/ONeill.ppt
“How do we acquire and process knowledge?”

Declarative: “What” skills/strategies do I have?
Procedural: “How” do I use these
skills/strategies?
Conditional: “When and Why” would I use these
skills and strategies?
Metacognition
Knowledge
of
Cognition
Positive affect of:
Emotions
Attitudes
Motivation
Helps
Control
Working
WORKER
Access
previous
knowledge
Regulation
of
Cognition
Ways for developing METACOGNITIVE
STRATEGIES

1.
Identifying “what you know” and “what you don’t know”
2.
Talking about thinking
3.
Keeping a thinking journal
4.
Planning and self-regulation
5.
Debriefing the thinking process
6.
Self-evaluation
Taking Control of Learning

“Your learning is going on inside your head, and is
dependent on what you are feeling like, what you
already know, and the way you approach the whole
experience of learning.”
Ian McDonald
Swinburne University
Australia

 Learned helplessness theory is the view that
clinical depression and related mental illnesses
result from a perceived absence of control over the
outcome of a situation (Seligman, 1975).
What is learned helplessness?

 Learned helplessness as a technical term in animal
psychology and related human psychology means a
condition of a human being or an animal in which it
has learned to behave helplessly, even when the
opportunity is restored for it to help itself by avoiding
an unpleasant or harmful circumstance to which it has
been subjected.
Learned helplessness and
children

 Learned helplessness is caused by parents and or the
children's teacher (s). They both might indicate that the
child's failures are caused by their lack of competence,
rather than suggesting that they are not trying hard
enough (Cullen &Boersma, 1982).
Csikszentmihalyi's Flow Channel
High
Favorite Activity
“Flow”
Anxiety
C
H
A
L
L
E
N
G
E
Apathy
Boredom
Low
Low
SKILLS
High
Flow Theory

is also called “Optimal Experience”.
the holistic experience that people feel when they act
with total involvement.
the state in which people are so involved in an activity
that nothing else seems to matter.
Flow theory

A sense of that one’s skills are adequate to cope with
the challenges at hand in a goal directed, rule bound
action system that provides clear clues as to how one
is performing.
References on Metacognition
Burrows, V.A., McNeill, B., Hubele, N.F., Bellamy, L. (2001) “Statistical Evidence for
Enhanced Learning of Content through Reflective Journal Writing,” Journal of
Engineering Education, pp. 661-667

Cowan, J. (1998) On Becoming an Innovative University Teacher: Reflection in Action.
Buckingham: SRHE and Open University Press.
Gourgey, AF (2001), Metacognition in Basic Skills Instruction. In Metacognition in Learning
and Instruction, Hartman, HJ (ed), p17-32.
Hartman, HJ (2001), Developing Students’ Metacognitive Knowledge and Skills. In
Metacognition in Learning and Instruction, Hartman, HJ (ed), p33-68.
McDonald, I (in press), Taking Control of Learning, Centre for LATTES, Swinburn
University
Novak, JD (1998), The Pursuit of a Dream: Education Can Be Improved. In Teaching
Science for Understanding: A Human Constructivist View, p3-28
Schraw, G (2001). Promoting General Metacognitive Awareness. In Metacognition in
Learning and Instruction, Hartman, HJ (ed), p3-16.
Sternberg, RJ (2001). Metacognition, Abilities, and Developing Expertise: What Makes an
Expert Student? In Metacognition in Learning and Instruction, Hartman, HJ (ed), p247260.
Svinicki, MD (1999). New Directions in Learning and Motivation. In Svinicki, MD(Ed.),
College Teaching: From Theory to Practice. New Directions for Teaching and Learning,
80, 5-27
References EQ
Annamalay, S. (2000). Child’s emotional intelligence.
Malaysia: Times Tubang.
Cohen, J. (1999). Educating minds and hearts.
Virginia: ASCD.
Goleman, D. (1998). Working on emotional
intelligence. New York: Publishing History.
Goleman, D. (1995). Emotional intelligence. New
York: Publishing History.
Weare (2004). Developing the emotionally literate
school. London: Paul Chapman Pub.

Thank you!!!